This page contains an alphabetical listing of key terms or vocabulary related to SIOP.
Components - eight major instructional practices that make up the SIOP Model
Content Objectives- oral and written statements tied to specific grade-level content standards
of what students will learn or do in a given lesson (emphasis on connection to content)
Features - thirty areas of consideration which relate to the components
HOTS (Higher Order Thinking Skills) - questions that go beyond the lower levels of Bloom's Taxonomy to the higher levels of analysis, evaluation, and synthesis
Language Objectives - oral and written statements related to the development of language skills (such as speaking, reading, writing, & listening) within a given lesson
Six Categories for Language Objectives (condensed from chart in Echevarria, Vogt, & Short, 2008 pgs. 29-30)
Key Vocabulary (e.g. technical terms, concept words, general academic words)
Language Functions
Language Skills
Grammar or Language Structures
Lesson Tasks
Language Learning Strategies
Realia - real objects shown or displayed in the class to increase understanding of concepts and make instruction more comprehensible (e.g. show an actual soccer ball rather than just a drawing or photo of a ball)
Scaffolding - supports built into a lesson or activity in order to help students at lower English proficiency levels understand instruction
SIOP Model - lesson planning and delivery system
SIOP protocol - instrument used to observe, rate, provide feedback on lessons
SIOP Lexicon
This page contains an alphabetical listing of key terms or vocabulary related to SIOP.
Components - eight major instructional practices that make up the SIOP Model
Content Objectives- oral and written statements tied to specific grade-level content standards
of what students will learn or do in a given lesson (emphasis on connection to content)
Features - thirty areas of consideration which relate to the components
HOTS (Higher Order Thinking Skills) - questions that go beyond the lower levels of Bloom's Taxonomy to the higher levels of analysis, evaluation, and synthesis
Language Objectives - oral and written statements related to the development of language skills (such as speaking, reading, writing, & listening) within a given lesson
Six Categories for Language Objectives (condensed from chart in Echevarria, Vogt, & Short, 2008 pgs. 29-30)
Realia - real objects shown or displayed in the class to increase understanding of concepts and make instruction more comprehensible (e.g. show an actual soccer ball rather than just a drawing or photo of a ball)
Scaffolding - supports built into a lesson or activity in order to help students at lower English proficiency levels understand instruction
SIOP Model - lesson planning and delivery system
SIOP protocol - instrument used to observe, rate, provide feedback on lessons
Home